Many of these assessments can be viewed as staff development tools to build awareness and perceived competency as well as in an on-going effort to measure progress. Broadly speaking, these instruments assess an adult who is involved in educating children (teacher/coach) and report on their attitudes, social-emotional ability and competency.

Measure of students’ perception of the behaviors the teacher conveys that he/she cares about the student. The five dimensions measured are: anxiety reduction, willingness to listen, rewarding good behavior, being a friend, and appropriate use of criticism. Survey is available for free from author. Instructions, instrumentation, computer scanforms, analysis of data, and report scoring available. Author: Clete Bulach, PhD. Contact. Professional Development and Assessment Center, Clete Bulach, PhD, ph 770-214-8318, cbulach@comcast.net. See www.westga.edu/~cbulachStudent perception of teacher care for students.

Instrument to determine the efficacy beliefs of practicing elementary school teachers regarding character education. Teachers respond to 24-items regarding their role in the character development of their students. Five response choices offered. Twelve demographic items also included. The instrument is available for use by researchers and educators with proper attribution (posted on instrument). Authors: A. J. Milson and L. M. Mehlig. 1999. For CEEBI, go to http://sites.google.com/site/andymilson/ see bottom of the Publications page. Contact: Andy.milson@unt.eduTeacher efficacy in character development of students.

Checklist for an Ethical Classroom Version 2 (CEC-2) -2007 (click for details)

Tool for educators as a self-development in developing a classroom that promotes moral character development. Teachers complete to assess their own strengths and weaknesses, priorities and goals along with considering the aspects of a classroom that promotes moral character development. There is no scoring.
Factors measured: caring relationships with each student, safe and trustworthy climate, moral identity development, supporting self-respect and self-direction, responsiveness to individual needs and differences, developing student strengths, fair decision-making and democratic skill-building. Checklist has 17 subscales, each with positive-negative responses to several questions followed by two questions about how rate yourself on that subscale and how would you like to rate yourself, seven-point Likert-type scale response, and a goal setting opportunity for each subscale. Author: Darcia Narvaez. 2007, version 2. Checklist may be used for personal and educational purposes. For all other uses, permission from author required. Contact: Darcia Narvaez, Center for Ethical Education, University of Notre Dame, 118 Haggar Hall, Notre Dame, IN 56556, ph 574-631-7835. mailto:dnarvaez@nd.eduIndividual teacher self-development. Can be used in group-setting. Use over-time for measure of growth.

Coach’s Character Development Self-Evaluation Checklist -2004 (click for details)

A checklist/questionnaire for completion by coaches that asks questions about various aspects of coaching as it relates to character development. There are several open-ended questions along with ten sub-categories of questions. Each category relates to a “Principle” (e.g. Principle 2: Character develops best when it is caught and taught”), with five Likert- type response choices (1= never to 5 = always). It is designed to provide feedback and areas of discussion about the role of sports in character development; it is not a coaching evaluation tool. Authors: Matthew L. Davidson and Kelli Moran-Miller, with Jeffrey Pratt Beedy. Revised 2004. May be copied without permission of authors; provide appropriate citations. DavidsonM@Cortland.edu. See www.cortland.edu/character/instruments.aspCoaching and character development.

Measure of attitudes of the self in four domains: peers, parents, school, and personal interests. The scores are for General Self, Social Self-Peers, Home-Parents, School-Academic, Total Self Score, and Lie. There are two versions (age-related). Both tests are paper and pencil. Handscoring with key. The responses to the items require a “like me” or “not like me” response. Group administration. No time limit, but average test time is 15 minutes. Hand scoring with key. Translations for other languages.
Adult Form (CSEI) is for ages 16 and over. Is an adaptation of the School Short Form of 25-items. It does not include the Lie Scale.
Author: Stanley Coopersmith. 1981. Available from Mind Garden, Inc. 855 Oak Grove Ave. Suite 215, Menlo Park, CA 94025, ph 650-322-6300. Contact: www.mindgarden.comMulti-age self-esteem. Individual, classroom and pre-post evaluation. Language translations available.

Instrument that assesses moral development by providing moral dilemnas to which respondent then answer questions (with Likert-type scale) and then prioritize which of the questions/statements responded to are most important. Analyzed for three schemas of moral reasoning: personal interests, maintaining norms and the post-conventional schema. The moral dilemnas are read, then the respondent answers a basic question about the solution/dilemma, followed by 12-items using a five-point Likert-type scale (great to no). Final task is to prioritize the 12-items in priority order from first to fourth most important. Paper and pencil test. Test comes with Instruction booklets, answer sheets, and guides for both tests. Answers are scored by test provider; they supply a report and subject scores. There are three versions:
DIT-1: Contains six dilemnas. (12 issue statement after each story). (Author: James Rest. 1979).
DIT- short form : Consists of first three dilemnas of DIT-1. (Author: James Rest. 1979).
DIT-2: Consists of five dilemnas (12-issue statementsafter each story). (Authors: James Rest, D. Narvaez, M. Bebeau and S. Thoma. 1999).
Contact The Center for the Study of Ethical Development, University of Minnesota & University of Alabama, 305a Carmichael Hall, university of Alabama, Tuscaloosa, AL 35487-0231, ph 205-348-4571, ethicalstudy@bamaed.ua.edu. See also www.centerforthestudyofethicaldevelopment.netMoral development. Use of moral dilemnas.

Leadership Behavior(click for details)

Instrument that measures subordinates’ perception of their superior’s leadership style. There are five areas measured that are associated with positive or negative supervisory climate: human relations, trust, control, conflict, and instructional leadership. Survey is available for free from author. Instructions, instrumentation, computer scanforms, analysis of data, and report scoring available. Author: Clete Bulach, PhD. Contact. Professional Development and Assessment Center, Clete Bulach, PhD, ph 770-214-8318, cbulach@comcast.net. See www.westga.edu/~cbulachTeacher perception of Principal/supervisory leadership.

Ability test of emotional intelligence for adults ages 17 and older. Consists of 141-items. Respondents are asked to identify emotions, generate a mood and solve problems with that mood, define the causes of different emotions, and determine how to include our thinking in situations that involve ourselves or other people. Paper and pencil test; answer sheets scored by test publisher. On-line version available. Test time about 30-45 minutes. Two methods of scoring, consensus scoring and expert scoring, offers predictive validity for outcomes such as pro-social behavior, deviancy and academic performance. Authors: John D. Mayer, Peter Salovey, and David R. Caruso. 2000. Contact. Multi-Health Systems, Inc. www.mhs.comHigh School and adults. Emotional intelligence.

Positive Teacher-Student Relations -2000 (click for details)

Survey for Middle School students to respond to 3-item questionnaire about how they view the respect between teachers and students in their school. Five-point Likert-type scale responses (1= disagree a lot to 5 = agree a lot). Developmental Studies Center. 2000. Contact. Developmental Studies Center, 2000 Embarcadero, Suite 305, Oakland, CA, 94606-5300, ph 800-666-7270. www.devstu.org” TARGET=”_blank”>www.devstu.orgMiddle School students view of teacher-student respect.

Assesses emotional competencies and life-outcomes . Based on Six Seconds Model of Emotional Intelligence that has three components: Know yourself (awareness), Choose yourself (self-management and direction) and Give yourself (choices and sense of purpose). Questionnaire has 104-items with 5-point Likert-type scale responses (1=disagree to 5=agree) and 12-item outcome questions with same Likert-type scale. The assessment measures eight fundamentals of EQ, including emotional literacy, emotional management, and empathy. Online assessment. Available in multiple languages. A paper version is available for qualified research/educators in exchange for data. Group reports available. Useful for professional/personal growth. Reports generated include scatter plot data, EQ profiles and an EQ Yardstick. 2007. Contact: Marsha Rideout, Director of Instruction, ph 650-685-9885 or marsha@6seconds.org See also http://www.6seconds.org/Adult emotional intelligence. Online or paper and pencil. Multiple language translations.

Social Skills Inventory (SSI) -2002 (click for details)

Measure of basic social skills that form basis of social competence. Adult instrument has multiple applications including applications for individual, management and leadership training. Inventory has 90-items that cover six domains: emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity, and social control. Respondents use a five-point scale. Each of the six scales receives a score, then a total score for global social intelligence is reported. Online version available. Author: Ronald E. Riggio. Test available from Mind Garden, Inc. 855 Oak Grove Avenue, Suite 215, Menlo Park, CA 94025, ph 650-322-6300. http://www.mindgarden.com/Adult social competencies. Requires eighth grade reading level. Language translations available.

Comprehensive questionnaire for teachers to complete that helps them assess their classroom, their teaching practices, and relationships, along with their view on aspects of school climate. The sub-scales are:
1) Classroom activities and practices, 2) classroom management, relations with students, 3) educational beliefs and attitudes, 4) relations with other adults a school, 5) feelings about self as a teacher, and 6) School Climate. The responses are not available, but the survey is a comprehensive self-development tool for teachers. Developmental Studies Center. Contact. Developmental Studies Center, 2000 Embarcadero, Suite 305, Oakland, CA, 94606-5300, ph 800-666-7270. www.devstu.orgComprehensive teacher self-development.